Teaching Resources

This list of common abbreviations may be helpful in interpreting an eye report.

Source: Root Eye Network

Another useful list of reminders for behaving with consideration when interacting socially.

Source: Vision Australia

This assessment tool is designed to pinpoint exactly how a child is currently communicating and to assist in creating communication goals. This user-friendly online version is aimed at parents whose children have severe multiple disabilities. Available in Spanish, Chinese, Russian, Korean, Vietnamese, and Czech.

A wide range of teaching strategies used to provide effective instruction to students with visual impairments and additional disabilities is presented in this collection of video webcasts. Includes reflections on touch, tangible symbols, and creating communications portfolios for students.

Source: Perkins eLearning, Perkins School for the Blind

A discussion of community-based rehabilitation, a description of projects in Uganda, and recommendations that are applicable to projects in other locations. Also available in PDF.

Source: Community Eye Health Journal

Organizational recommendations based on the experience of Sight Savers International in India; also available as a PDF.

Source: Community Eye Health Journal

The necessity of understanding and integrating local culture into community-based rehabilitation programs. Also available in PDF.

Source: Community Eye Health Journal

This chapter from Sustainable Development and Persons with Disabilities: The Process of Self-Empowerment introduces community-based rehabilitation and assesses its possibilities and limitations.

Source: Africa Development Forum

This overview of community-based rehabilitation has links to related documents, including a matrix for designing a CBR strategy.

Source: World Health Organization (WHO)

This 98-page guide helps program managers assess the local situation and create policies and programs. (PDF not accessible to screen readers)

Source: World Health Organization (WHO)

An explanation of the elements of an eye examination and what the specialist is evaluating.

Source: American Optometric Association

This site includes a list of free and low-cost educational software and an online glossary.

Project SPARKLE describes the three types of concepts (concrete, semi-concrete, and abstract) and general strategies to assist children who are deafblind in concept development; includes a glossary and links to resources.

Source: Project SPARKLE

Sue Elan Holmes writes "about her experience with the Little Room, and what the Active Learning approach has meant for her son, Jimmy."

Source: Future Reflections, 2006, National Federation of the Blind (NFB)

This adaptation of a classic experiment demonstrates how to make chemical reaction/conservation of mass accessible to students who are blind or visually impaired.

Source: Perkins eLearning

Suggestions for classroom teachers serving students with low vision.

Source: Texas School for the Blind and Visually Impaired

Author/educator Barbara Miles offers strategies for making connections with students who are deafblind, encouraging speakers to put the elements of conversation into a tactile mode.

Source: Perkins eLearning Webcasts

Phil Hatlen defends the right of students who are blind or visually impaired to have different educational needs than their sighted peers.

Source: American Foundation for the Blind (AFB)

A list of suggested accessibility adaptations compiled by the Statewide Vision Resource Centre (Victoria, Australia).

Includes articles, bibliographies and Internet resources.

Source: National Consortium on Deaf-Blindness (NCDB)

Pages